GRADE 5 LESSoN 4

Grade 5 | Lesson 4 | Lesson outline

45 MINUTES oBJECTIVE AND GUIDING QUESTIoNS

• What does it mean to experience high or low self-esteem? • What are decision-making strategies? • How do you say “no” to tobacco? • What is your personal refusal strategy?

ACTIVITIES

Presentation Activities • Lesson 3 review – multiple choice questions • Self-esteem scenarios • Decision making scenarios • Roleplay a variety of refusal strategies • Wrap up quiz – multiple choice questions

Print Activities • Refusal skills scenario • ORDER CARD GAMES FOR LESSON 5

MATERIALS • Sound for videos. • Access to the internet for lesson presentations. • SMART board compatible or navigate with a mouse.

TEACHER RESoURCES

• Optional parent letter on website resources • Cross-Curricular Competency Links in BOLD • Slide notes for lesson

DISCUSSIoN TIPS • This lesson is focused on building resiliency skills (social-emotional learning) to recognize

negative social influences, develop self-awareness, and effectively communicate decisions. • MANAGE INFORMATION and THINK CRITICALLY: in the self-esteem game students learn

how to identify negative social influences, interpret and understand the message, authenticate or discredit the information, and identify a response that will protect or boost self-esteem. Negative peer influences can lead to low self-esteem. Empower students to recognize how they can take responsibility for their self-esteem (emotions) and promote a pro-social environment.

• DEMONSTRATE GOOD COMMUNICATION SKILLS: discuss the various responses in the self-esteem and decision-making scenarios. Have students identify respectful yet assertive strategies to communicate healthy decisions. Discourage unrealistic responses in this lesson because this can lead to an inflated (and perhaps unsafe) sense of confidence.

• IDENTIFY AND SOLVE COMPLEX PROBLEMS: discuss the decision-making and refusal strategies in relation to the potential impact or possible solutions. Have students develop responses using the variety of strategies provided, select a strategy that feels best for them, and explain why they would use that specific strategy. Encouraging students to pre-contemplate safe and effective responses to possible negative social situation before they experience them. This will help students build confidence to appropriately and safely respond in the moment.

REFERENCE MATERIAL Smoking and youth https://www.albertaquits.ca/files/AB/files/library/Smoking_and_Youth_R1(1).pdf

REFUSAL SKILLS

1) While getting ready for your hockey game, your teammate asks if you want a pinch of chew tobacco. He says “it will give you a jolt of energy and help you score a gaol”. How will you say “no” to your teammate? Refusal strategy: _______________________________________ Script:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) You and your friends have plans to meet at the movies on Friday night to see the new release. Your older sister wants to go with you. You say “OK!”. When your parents drop you off with your friends, your sister pulls out an e-cigarette and asks if anyone wants to try it. She says it’s awesome and everyone is doing it. How will you and your friends say “no” to your sister? Refusal strategy: _______________________________________ Script:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3) It’s summer time, you and a friend meet at the local park. You see a group of cool kids you know laughing and having fun. You join them and ask “what’s so funny?” They tell you they are taking puffs on a cigarette and blowing smoke rings. They dare you two to take a puff and blow a smoke ring. How will you and your friend say “no” to the dare? Refusal strategy: _______________________________________ Script:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4) You’re at a family reunion, all the cousins are hanging around together. A few cousins pull out a pack of cigarettes and lights up. They look at you, you look shocked. They laugh, one says “What…you’ve never tried smoking? Wow you’re boring! Here, give it a try, we won’t tell” Refusal strategy: _______________________________________ Script:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Grade 5 | Lesson 4 | Refusal Skills Worksheet

In small groups, choose one refusal strategy for each scenario. Script a refusal strategy to the peer pressure situation. Take turns practicing the refusal strategy in your group.

TEACHER NoTES

Grade 5| Lesson 4 | Teacher Notes

Notes:

Notes:

Notes: This lesson is focused on building resiliency skills (social-emotional learning) to recognize negative social influences, develop self-awareness, and effectively communicate decisions.

Notes:

Additional teaching tips for each lesson and suggestions to enhance cross-curricular Links.

Grade 5| Lesson 4 | Teacher Notes

Notes:

Notes:

Notes:

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Grade 5| Lesson 4 | Teacher Notes

Notes: MANAGE INFORMATION and THINK CRITICALLY: in the self-esteem game students learn how to identify negative social influences, interpret and understand the message, authenticate or discredit the information, and identify a response that will protect or boost self-esteem.

Notes: There are two sets of navigation buttons, use the top set to move within the self-esteem engagement and the bottom set to move within the lesson.

IDENTIFY AND SOLVE COMPLEX PROBLEMS: Empower students to recognize how they can take responsibility for their self-esteem (emotions) and promote a pro-social environment.

Notes: If a different decision-making model is use in the school help students make connections to similarities and differences between the two models. More decision-making strategies are introduced in The Academy for grade 6.

Notes: IDENTIFY AND SOLVE COMPLEX PROBLEMS: discuss the decision-making and refusal strategies in relation to the potential impact or possible solutions.

Have students develop responses using the variety of strategies provided, select a strategy that feels best for them, and explain why they would use that specific strategy.

Grade 5| Lesson 4 | Teacher Notes

Notes:

Notes:

Notes:

Notes:

Grade 5| Lesson 4 | Teacher Notes

Notes: Encouraging students to pre-contemplate safe and effective responses to possible negative social situation before they experience them. This will help students build confidence to appropriately and safely respond in the moment.

Notes: DEMONSTRATE GOOD COMMUNICATION SKILLS: discuss the various responses in the self-esteem and decision-making scenarios. Have students identify respectful yet assertive strategies to communicate healthy decisions. Discourage unrealistic responses in this lesson because this can lead to an inflated (and perhaps unsafe) sense of confidence to refuse peer pressure.

Notes: SMART Board activity. Click on the circle icon to reveal the refusal strategy.

Have students discuss the strategy with a partner (or as a class). Students need to explore the various strategies to determine which one is most comfortable for them.

Notes: Initially students will use a comfortable default response when they are faced with a real-life situation. As refusal skills develop and confidence increases students will learn to respond in accordance to the situation and level of ‘risk’ perceived.

Students need opportunities to practice refusing negative influences in a safe and supportive environment in order to develop the essential skill needed to resist high risk behaviours later in life.

Grade 5| Lesson 4 | Teacher Notes

Notes: SMART Board activity.

Notes: Remind students when in a real life situation, it can be challenging to refuse peer pressure.

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Notes:

Grade 5| Lesson 4 | Teacher Notes

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Notes: Click on the link to watch a short video about the game, the rules, and how to defeat Her Vileness and the Toxic 12.

Watch the game play video again at the start of the 5th lesson.

Grade 5| Lesson 4 | Teacher Notes

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